Entry requirements

120 credits including 60 credits in computer science/engineering/information systems. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

The course aims to provide students with substantial knowledge and ability concerning the interplay between technology, users and organisations based on relevant areas in human-computer-interaction, psychology and system construction, as well as experiences in real systems developing projects.

On completion of the course, the student should be able to:

• Collaborate in a large project with an external client, and present a professional solution, both orally and in written form to the client.
• Handle, validate and analyse a very complex and multi-facetted problem in a constructive manner in a project group.
• Evaluate, criticize and validate solutions to IT-related problems from perspectives such as ethics, sustainable development, work environment, economy and usefulness.
• Illustrate,show and describe experiences from working in a multi cultural distributed project.
• Evaluate and analyse one's abilities and competencies regarding working in a multi cultural and distributed project, as well as develop strategies that lead to lifelong learning.

Content

The course comprises areas such as cultural awareness, presentation techniques, information competence, interviews, communication in the project team, with users, and relevant experts, and reasoning in moral and ethical issues.

A real project will be the main model of delivery in the course to illuminate the different areas in the course. Writing a report and delivering oral presentations are parts of the course.

Instruction

Lectures, seminars, assignments and project work.

Assessment

The joint project, comprising 9 credits, is examined with participation and a written report. The individual part, comprising 6 credits, is examined with assignments.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.